Who is responsible for vulnerable pupils? The attitudes of teacher candidates in Serbia and Slovenia

In the ongoing trend towards inclusive education, initial teacher education programmes must ensure that prospective teachers are prepared to teach all pupils effectively. The study presented in this paper aimed to explore the attitudes of teacher candidates in Serbia and Slovenia towards responsibility for the teaching and learning of vulnerable pupils in mainstream elementary schools. Using a quantitative approach, the study sought to elicit teacher candidates’ views about division of responsibility for the academic achievement and additional support of vulnerable pupils and their views on the factors that most affect learning difficulties in those pupils. Our findings indicate that teacher candidates’ feelings of responsibility are unlikely to help when instructing vulnerable pupils. The implications of these findings are discussed and we suggest several ways to improve teacher education programmes to promote inclusive education based on the concept of quality education for all.     

Relationship between science knowledge levels and beliefs toward science instruction held by preservice elementary teachers

Aspects of science background knowledge and attitudes toward teaching science were examined among preservice elementary teachers. The results indicated a low level of science knowledge, a negative relationship between science knowledge and attitude toward teaching science, and a marked lack of confidence toward teaching science among the prospective teachers. Some interesting paradoxes were also found. Recommendations concerning preservice preparation, inclusion of academic science coursework, and collaborative efforts between college departments are offered.     

美国教师教育新动向——兼析《我们的未来,我们的教师》

美国教师教育面临的诸多问题既为教师培养方案改革带来了新的挑战,也创造了新的机遇。美国教育部最新发布的《我们的未来,我们的教师：奥巴马政府教师教育改革与提高计划》,旨在通过建立制度报告与各州问责、总统教学激励以及少数民族服务机构的目标性投资,来遴选、培养、补充、支持、留任、发展教师,以将教师的资质提升到与教学这一伟大专业相匹配的水平和高度。     

教育改革对教师素质要求的挑战——从美国现行教师教育改革谈起

一个国家的教师教育系统和教师任用制度能构够为将高资质教师不断纳入并保持的积极有效的动力机制,是迎接教育挑战的必需条件。文章在对美国教师资格证书制度运行现状的分析基础上,介绍了美国教师教育改革中所采用的多途径互补共生模式及其特点,以及在相应政策支持下正在进行的颇有枣效的教师培训项目。     

Investigation and comparison of Turkish and American preschool teacher candidates’ attitudes towards inclusion of young children with disabilities

Inclusion of young children with disabilities into general education classrooms is a common practice that has been implemented for many years in developed countries around the world and many developing countries have been creating and implementing laws and regulations to support inclusive education in early years. Although extant literature includes a commonly agreed definition for inclusion, the implementation of inclusive practices varies across countries. A critical factor for successful implementation of inclusive practices is teachers’ attitudes towards inclusion of children with disabilities. The purpose of this study was to compare Turkish and American pre-service preschool teachers’ attitudes towards inclusion of young children with disabilities and their willingness to work with children with severe behavioural, physical, and cognitive disabilities. A total of 123 pre-service teachers participated in the study. The results showed that pre-service teachers across two countries had similar attitudes towards inclusion and their attitudes were positive. Additionally, both groups of pre-service teachers reported more favourable attitudes towards working with children with severe physical disabilities than those who have severe cognitive and behavioural disabilities. Implications for future research and practices are discussed.     

地方综合性院校师范生实践性知识建构的质性研究

师范生实践性知识的建构是师范生培养过程中一个绕不开的命题。基于实践性知识的特质,本文采用质性研究的方法,以一所地方综合性院校(U1)的师范生作为研究对象,建构了地方综合性院校师范生实践性知识的影响因素模型。目前,地方综合性院校师范生实践性知识建构面临一系列困境,地方综合性院校、实践基地以及师范生等各主体在认知上、意愿上、行动上存在矛盾与冲突,可以在实践性知识课程系统化以及加强反思训练两个方面努力。     

培养文化敏感型教师:多元文化教师教育的议题与挑战——美国哥伦比亚大学师范学院A.Lin.Goodwin教授访谈

学校中儿童的日益多样化,使得教师教育必须帮助新教师理解如何与各种文化背景的学生打交道。教师不能想当然地假设每一个孩子都有相似的经历和体验,而要对学生的差异性保持清醒的意识和文化的敏感。多元文化教育更大的使命,是要确保教育实践的公平性,履行教育助推社会公正的使命。因此,为社会公正培养"文化敏感型教师",成为多元文化教育的核心议题。文化敏感型教师尽最大努力确保所有学生学业成功,帮助学生发展批判和质疑精神,培养学生改变社会的意识和能力。文化敏感型教师的概念使我们超越了对多元文化教师教育的肤浅定义,将多元文化教师教育指向这样的方向:教育是具有政治意义的活动,是每一个孩子都应该获得的权利。多元文化教师教育并非是让学生了解某个或某些少数民族那么简单,而是要培养师范生对个体差异性进行持续探究的能力。     

'My attitude,my responsibility‘ Investigating the attitudes and intentions of pre-service teachers toward inclusive education between teacher preparation cohorts in Melbourne and Pretoria

This study explored the attitudes and intentions of pre-service teachers towards inclusive education, across two teacher preparation institutions in Australia and South Africa. There were multiple aims to the study: among these was a need to explore the impact of contextual factors on pre-service teacher attitudes towards inclusive education, and to investigate factors that may impact on their intention to include students with additional learning needs into regular classrooms. The study utilised a published survey as a measuring instrument. One-way analyses of variance were used to establish whether statistically significant relationships existed between specific demographic variables and respondent attitudes towards inclusive education. This paper presents the findings of this investigation.     

How critical thinking,multicultural education and teacher qualification affect anti-immigrant attitudes

Previous studies identify a relationship between education and anti-immigrant attitudes. There is, however, uncertainty regarding the underlying explanations linking education to attitudes. In this article, we examine whether a relationship exists between exposure to teaching about critical thinking as well as multiculturalism (measured as religions/cultures as well as xenophobia/racism), and anti-immigrant attitudes among adolescents. In addition, we examine whether teacher qualification matters for attitudes. The analysis is based on survey data collected from high school students in Sweden. The results show an association between exposure to teaching about critical thinking as well as multiculturalism (both indicators) and anti-immigrant attitudes among students, i.e. higher exposure is related to lower levels of anti-immigrant attitudes. However, we find that teaching about xenophobia/ racism affects attitudes, but not when simultaneously controlling for teaching about critical thinking and religions/cultures. In terms of teacher qualification, we find that students in schools with a high proportion of certified teachers tend to have lower levels of anti-immigrant attitudes.     

Effects of a Food and Nutrition Course on the Self-Reported Knowledge and Behavior of Preschool Teacher Candidates

This study examined effects of food and nutrition knowledge on the self-reported behaviors of preschool teacher candidates who completed a 10-week course. Self-reported information was gathered at entry, after completion of the course, and follow up 4 months after completion of the course. A paired t-test compared responses at pre, post and follow up. Preschool teacher candidates improved significantly between entry and at the end of the course for 9 of the 18 practices. Statistically significant improvements were also recorded for 13 of the 18 practices between entry and follow up. Overall, the nutrition course increased the nutrition knowledge of preschool teacher candidates. Further analyses are needed to evaluate immediate and longer effects of nutrition course, with larger samples, using more powerful research designs.     

Secondary Teachers and English Language Learners (ELLs): Attitudes,Preparation and Implications

The education of language-minority students is a constitutional right. Throughout this article, the authors synthesize recent literature addressing two main questions: (1) What are secondary teachers’ attitudes toward English language learners (ELLs)? and (2) To what extent are secondary teachers being prepared to teach content effectively to this student population? Secondary teachers’ attitudes about ELLs vary, but are generally positive. The lack of teacher preparation—especially at the secondary level—to teach ELLs effectively is widespread. Thus, it is not surprising that secondary teachers feel ill-prepared to scaffold or differentiate instruction to meet these students’ language and academic needs. Since attitudes, preparation, and practice are interrelated, the authors also provide numerous implications for future practice at various levels: teacher-preparation programs, school district support, and classroom teaching.